A collection of essays by the art historian Aby Warburg, these essays look beyond iconography to more psychological aspects of artistic creation: the conditions under which art was practised; its social and cultural contexts; and its conceivable historical meaning.

Works in the Museum's collection that embody the Renaissance interest in classical learning, fame, and beautiful objects are illustrated and discussed in this resource and will help educators introduce the richness and diversity of Renaissance art to their students. Primary source texts explore the great cities and powerful personalities of the age. By studying gesture and narrative, students can work as Renaissance artists did when they created paintings and drawings. Learning about perspective, students explore the era's interest in science and mathematics. Through projects based on poetic forms of the time, students write about their responses to art. The activities and lesson plans are designed for a variety of classroom needs and can be adapted to a specific curriculum as well as used for independent study. The resource also includes a bibliography and glossary.

This book explores an area of contemporary religion, spirituality and popular culture which has not so far been investigated in depth, the phenomenon of astrology in the modern west. Locating modern astrology historically and sociologically in its religious, New Age and millenarian contexts, Nicholas Campion considers astrology's relation to modernity and draws on extensive fieldwork and interviews with leading modern astrologers to present an invaluable contribution to our understanding of the origins and nature of New Age ideology. This book challenges the notion that astrology is either 'marginal' or a feature of postmodernism. Concluding that astrology is more popular than the usual figures suggest, Campion argues that modern astrology is largely shaped by New Age thought, influenced by the European Millenarian tradition, that it can be seen as an heir to classical Gnosticism and is part of the vernacular religion of the modern west.

Giordano Bruno (/dʒɔːrˈdɑːnoʊ ˈbruːnoʊ/; Italian: [dʒorˈdaːno ˈbruːno]; Latin: Iordanus Brunus Nolanus; born Filippo Bruno, January or February 1548 - 17 February 1600) was an Italian philosopher, poet, cosmological theorist and esotericist. He is known for his cosmological theories, which conceptually extended to include the then-novel Copernican model. He proposed that the stars were distant suns surrounded by their own planets (exoplanets), and he raised the possibility that these planets might foster life of their own, a cosmological position known as cosmic pluralism. He also insisted that the universe is infinite and could have no center.

This book argues that Freud’s mapping of trauma as a scene is central to both his clinical interpretation of his patients’ symptoms and his construction of successive theoretical models and concepts to explain the power of such scenes in his patients’ lives. This attention to the scenic form of trauma and its power in determining symptoms leads to Freud’s break from the neurological model of trauma he inherited from Charcot. It also helps to explain the affinity that Freud and many since him have felt between psychoanalysis and literature (and artistic production more generally), and the privileged role of literature at certain turning points in the development of his thought. It is Freud’s scenography of trauma and fantasy that speaks to the student of literature and painting. Overall, the book develops the thesis of Jean Laplanche that in Freud’s shift from a traumatic to a developmental model, along with the undoubted gains embodied in the theory of infantile sexuality, there were crucial losses: specifically, the recognition of the role of the adult other and the traumatic encounter with adult sexuality that is entailed in the ordinary nurture and formation of the infantile subject.

This book is designed to engage students' interest and promote their writing abilities while teaching them to think critically and creatively. Dowden takes an activist stance on critical thinking, asking students to create and revise arguments rather than simply recognizing and criticizing them. His book emphasizes inductive reasoning and the analysis of individual claims in the beginning, leaving deductive arguments for consideration later in the course.